Intraedu.dde.pr
7270750-689093Region: __________________District: ____________________School: __________________ Reform Strategy: _____________4000020000Region: __________________District: ____________________School: __________________ Reform Strategy: _____________-237490-69024500Unit Title: 4.2 My TimelineWeek: # 1 Teacher: Subject: English Grade: 4th Date: From to 20____Desired ResultIn this unit, the student continues to improve his/her fluency and vocabulary development skills while exploring the importance of sequencing events from life and text. He / She is introduced to sequencing by reading texts with the teacher and then independently. The unit culminates with a parallel timeline project that compares the major events in the student’s life to the life of a story character. The student uses signal or transition words for sequencing to describe and connect events. If time, the student sequences a real life event read about in an informational text.Assessment EvidenceWriting –My Personal Timeline Reader’s Response LetterFluencyLearning PlanSuggested Learning Activities:Day 1Day 2Day 3Day 4Day 5StandardsReadingReadingReadingWriting/LanguageWriting/LanguageExpectations4.R.3L4.R.14.R.14.W.4 / 4.LA.1 / 4.LA.24.W.4 / 4.LA.1 / 4.LA.2Academic StrategyInstructional Strategy and Phase___Exploration___Conceptualization___Application___Exploration___Conceptualization___Application___Exploration___Conceptualization___Application___Exploration___Conceptualization___Application___Exploration___Conceptualization___ApplicationObjectiveAfter the students read the story (previously identified by the teacher), they will put the events in order. Students will recall what is chronological order and sequencing.After the students read the story (previously identified by the teacher), they will put the events in order. Students will recall what is chronological order and sequencing.The student will be able to identify and use transition words in a writing activity related to sequence of events and chronological order. The student will be able to identify and use transition words in a writing activity related to sequence of events and chronological order. The teacher reviews and explains the concept of timeline and sequencing. The teacher presents the performance task My Personal Timeline and clarify doubts.Depth of Knowledge (DOK)____ Memory ____ Procedural ____ Strategic____ Extended____ Memory ____ Procedural ____ Strategic____ Extended____ Memory ____ Procedural ____ Strategic____ Extended____ Memory ____ Procedural ____ Strategic____ Extended____ Memory ____ Procedural ____ Strategic____ ExtendedInitial ActivitiesRoutine ActivitiesThe teacher presents a passage or short story to model chronological order.Routine ActivitiesThe teacher presents a passage or short story to model chronological order. Teacher introduces the concept of timeline.Routine ActivitiesReview the reading activity from previous class. Identify the sequence of events and transition words.Routine ActivitiesReview the reading activity from previous class. Identify the sequence of events and transition words.The students work on their Performance Task: My Personal Timeline while the teacher monitors their work. (Pre writing state)Development ActivitiesThe teacher provides examples and the students follow. Short stories, passages, recipes, and other means can be used.The teacher provides examples and the students follow. Short stories, passages, recipes, and other means can be used.The students read the material provided by the teacher and look for transition words.The students read the material provided by the teacher and identify transition words.Students work individually on their timeline. Closing ActivitiesThe students work on different worksheets and exercises related to sequencing and chronological order. Story Map can also be used.The students work on different worksheets and exercise related to sequencing and chronological order. Students identify the uses and purpose of creating a timeline.Students will complete a writing exercise using the correct transition words, such as, first, second, then, after, last, etc.Students will complete a writing exercise using the correct transition words, such as, first, second, then, after, last, etc.The students will work on their Personal Timeline, they will use transition words and apply knowledge on sequencing and chronological order and present it in class.Formative Assessment – Other evidenceMaterialsHomeworkDifferentiated Instruction Strategies___Special Education___LSP/LEP___Section 504___GiftedTeacher’s Reflection ................
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